Includes maps and documents relating to the first encounters of the English
settlers and explorers with Native Americans. The objective is to introduce
students to how explorers, settlers, and Native Americans reacted to, and
learned from one another.

FROM COLONY TO PROVINCE, 1715-1765. Student
led discussion of document packet Daily
Life in the New World, 1634-1715,
MSA
SC 2221-1-3, which includes the Maryland Act of Toleration, 1649,
inventories of estates including Fowker Frizzle and Lydia Aaron, and documents
relating to the career of the only person (a Jew) prosecuted under the
Toleration Act. Be prepared to discuss reading in texts on
cd for period 1715-1765. How do the authors differ in their interpretations
of the period? What don't they cover?

Events leading to the American Revolution are seen through news reports
in the Maryland Gazette. Samuel Chase's broadside which the Gazette
refused to print is included. The newspapers are also an excellent source
for the study of eighteenth century life.

Wednesday, March 3.

FROM ONE, TO ONE OF MANY, 1776-1838. Be prepared to discuss reading
in texts on cd for period 1776-1838. How do the authors differ in
their interpretations of the period? What don't they cover?

Includes issues of the Maryland Gazette at the time of the Stamp
Act Crisis. Also includes the account of the burning of the Peggy Stewart,
the Olive Branch Petition signed by three of Maryland's signers of the
Declaration of Independence, Jefferson's original draft of the Declaration
of Independence, and letters from a Maryland soldier at the Battle of Long
Island.

Wednesday, March 10.

WRITING IT ALL DOWN, 1776-1838. Be prepared to discuss reading
in texts on cd for period 1776-1838 with emphasis on constitutional issues.
How do the authors differ in their interpretations of the period? What
don't they cover?

Includes documents leading to the Maryland Declaration of Rights and the
first State Constitution, as well as those which relate to Maryland's role
in the creation and ratification of the proposed first twelve amendments
to the U.S. Constitution (two were never ratified). It traces the subsequent
definition of such individual rights as the right to hold office by non-Christians
as defined by constitutional amendment (the Jew Bill) and due process as
defined by the courts (Barron v. Baltimore).

Wednesday, March 17.

Book review due as an attachment to an email by class time to: edp@mdsa.net.
Books reviewed must be chosen from the list given on the syllabus, all
of which are in print and should be available in the library or at the
Pratt.

THE FUTILE SEARCH FOR CONSENSUS, 1833-1861 Be prepared to discuss
reading in texts on cd for period 1838-1861. How do the authors differ
in their interpretations of the period? What don't they cover? Student
led discussion of the implications of the speech
of Colonel Curtis Jacobs.

Examines what happens to Black soldiers who survive the Civil War by tracing
their careers through public and private records. Includes maps, contemporary
accounts, census records, probate records, court depositions, and Federal
pension files. It relates the soldiers to the efforts to expand and then
restrict the suffrage ending with the voting rights cases of 1915 which
involved a Civil War soldier from Annapolis.

Be prepared to discuss reading in texts on cd for period 1858-1861. How
do the authors differ in their interpretations of the period? What don't
they cover?

A GOVERNMENT OF ALL THE PEOPLE?, 1870-1916. Be prepared to discuss
reading in texts on cd for period 1870-1916 with particular emphasis on
governmental reform and the impact of urban issues on public policy. How
do the authors differ in their interpretations of the period? What don't
they cover? Student led discussion
of The
Baltimore Railroad Strike & Riot of 1877, and an illustrated
lecture on Public Works, the Public Good, and the Great Baltimore Fire
of 1904.

Wednesday, April 14.

CONSTITUTIONAL REFORM AND ECONOMIC CHAOS, 1915-1939. Be prepared to
discuss reading in texts on cd for period 1915-1939. How do the authors
differ in their interpretations of the period? What don't they cover? Focus
reading on the efforts to Balance Budgets and Reform State Government,
1915-1921 under Governor Ritchie's leadership. Lecture on "H.L.
Mencken and Franklin Delano Roosevelt At the Gridiron Club, 1934."

Concentrates on efforts to integrate higher education in Maryland from
1934 to 1937 with emphasis on Thurgood Marshall, Lillie May Jackson, William
I. Gosnell, Charles Houston, and Donald Murray's successful attempt to
integrate the University of Maryland Law School.

Wednesday, April 28.

BIGGER AND BETTER?, SMALLER AND WORSE? GOVERNMENT AND SOCIETY, 1968-1996.
Be prepared to discuss reading in texts on cd for period 1968-1996. How
do the authors differ in their interpretations of the period? What don't
they cover? Student led discussion
of Document Packet Is
Baltimore Burning?, MSA SC 2221-12

Includes newspaper and other accounts of the Cambridge riot of 1967, the
Baltimore riot of 1968, selections from Governor Agnew's papers relating
to both events including the Cambridge speech and subsequent trial of H.
Rap Brown, and the Goldseker Foundation report Baltimore 2000.

Wednesday, May 5.

FINAL EXAM. Hyperlink will be activated
on April 28. Answers due as an attachment to an email to edp@mdsa.net
no later than 6:15 p.m. on May 5.